HISTORICAL AND THEORETICAL ASPECTS OF CULTURAL EXPERTS’ PROFESSIONAL TRAINING IN UKRAINE

The total intensification of life processes actualizes the need for developing the high level of a personality’s general, aesthetic and communicative culture; the ability to implement the functions of art, to integrate diverse knowledge. This determines the need for cultural education in the modern society. Problems of cultural education are thoroughly examined in the works by V. Andrushchenko, S. Bezklubenko, I. Sasun, A. Kolomiiets, M. Kultaeva, K. Korsak, M. Lukashevich, V. Mudrak, M. Popovich, A. Sidorenko, Yu. Tereschenko, S. Sheiko. They pay special attention to the cultural development of the higher cultural education of youth. The purpose of this article is to analyze the historical and theoretical aspects of professional training of future Masters of Cultural Studies. The development of cultural education in Western Europe and the United States has been preceded by domestic processes in shaping the educational cultural paradigm. It laid the foundations of what Cultural Studies is like today, if it is recognized as the modern basis of Humanitarian Sciences at the initial level. The concept of “cultural education” and the new direction of Cultural Studies begins to shape after its emergence. Stages of development of the national cultural education are the following: canonical (the 60-90-ies of XX century), regulatory (1991 – 2005) and general and theoretical (reforming cultural education according to the Bologna process). At the canonical stage the development of a tolerant perception of other national cultures is dominated. Understanding of culture was subordinated to the goal of self-organization of the subject of social and cultural activities, it also requires adherence to national development. At the normative stage humanization of education and a new cultural paradigm starts. The essence of culturological paradigm consists of three blocks: a revision of the traditional education system and the content of its cultural content, axiological nature of the knowledge acquisition; the teacher’s personality, forming his/her general and professional culture, pedagogical skills; cultural environment which should educate and to fill the cultural meaning and values of the individual. The general and theoretical stage is characterized by intensification of teaching Cultural Studies, questions of Cultural Studies moving from professional areas that are available to the mass consciousness. The higher education system is transformed into a standardized environment with the dominance of special disciplines. These processes can accelerate the aging process and the inadequacy of global demand for content and level of future masters’ training in Cultural Studies